Learning Progressions and Challenges in Education
What are learning progressions?
“description of the
successively more
sophisticated ways of thinking
about a topic
that can follow one another as children [
learners
]
investigate a topic over a broad span of time
(e.g., 6 to 8 years). They are
crucially dependent
on instructional practices
if they are to occur,”
(National Research Council, 2007, p. 219).
5. Scientific
Explanation
1: Naïve
2A: Sun-Earth-Moon
System Knowledge
2B: Observational
Knowledge
3:
Both
2A and 2B but still no
explanation
4: Incomplete Explanation
Lower Anchor
Achi
eveme
nt Levels for Progress Variables
Upper Anchor
Plummer, J.D. & Maynard, L. (2014).
Celestial Motion: Reason for the Seasons
Promises/Opportunities
Standards/Curriculum
Instruction
Assessment
At Scale
Challenges
Where/how to begin
Time commitment
Human capital required
Multiple research methodologies
Grain size
The “messy middle”—coherence vs. fragmentation
(Steedle & Shavelson, 2009)
Learning progressions in education refer to the progressively sophisticated ways of thinking about a topic as learners investigate it over time, while challenges include where to begin, required time commitment, human capital needs, research methodologies, and coherence versus fragmentation in instructional practices.
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Presentation Transcript
Kim A. Cheek k.cheek@unf.edu
What are learning progressions? description of the successively more sophisticated ways of thinking about a topic that can follow one another as children [learners] investigate a topic over a broad span of time (e.g., 6 to 8 years). They are crucially dependent on instructional practices if they are to occur, (National Research Council, 2007, p. 219).
Generative Core Ideas Starting Points/ Assumptions Integrative Long View Some wrong ideas better than others
Celestial Motion: Reason for the Seasons Achievement Levels for Progress Variables 5. Scientific Explanation Upper Anchor 4: Incomplete Explanation 3: Both 2A and 2B but still no explanation 2A: Sun-Earth-Moon System Knowledge 2B: Observational Knowledge 1: Na ve Lower Anchor Plummer, J.D. & Maynard, L. (2014).
Topic What progresses? Selected paper Carbon cycling force-dynamic reasoning to systems thinking Mohan, Chen, & Anderson, 2009 Reason for seasons Earth-based vs. space-based perspective-taking Plummer & Maynard, 2014 Analogical reasoning about moon phases using physical models Recognition that elements in model & Earth system are similar to causal reasoning that connects model to Earth system Rivet & Kastens, 2012
Promises/Opportunities Standards/Curriculum Assessment Instruction At Scale
Challenges Where/how to begin Time commitment Human capital required Multiple research methodologies Grain size The messy middle coherence vs. fragmentation (Steedle & Shavelson, 2009)
